West Virginia Seventh Grade Reading and English Language Arts Content Standards and Objectives

Transcription

1 West Virginia Seventh Grade Reading and English Language Arts Content Standards and Objectives Reading and English Language Arts seventh grade students will continue to build, expand and refine prior learning. Instruction in rigorous listening, speaking and viewing skills will assist in preparing students to interact and express themselves among peers, at home and in the community. Reading comprehension and vocabulary will develop through the use of a wide variety of literary genres and strategies. Writing will utilize error-free and content-rich communication in gathering, organizing, interpreting and reporting information gained through reading. The student will be exposed to these objectives not only in the language arts but across the curriculum. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students learning environment. See the related grade-level Technology Standards and Objectives. Standard 1: Reading (RLA.S.1) Students will use skills to read for literacy experiences, read to inform and read to perform a task by: _ identifying and using the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension, writing and motivation to read); and _ employing a wide variety of literature in developing independent readers. Exploring Literature, EMC Paradigm s literature and language arts textbook program for grade 7, emphasizes the building, expanding, and refining of fundamental higher level skills in the areas of reading, writing, speaking and listening, and study and research. Vocabulary and comprehension tools assist readers in acquiring knowledge and understanding from literary and nonliterary selections. SkillBuilder activities that follow each selection challenge and develop students skills in speaking and listening, language, grammar, and style, collaborative learning, applied English, word study, critical thinking, media literacy, and study and research. Guided Writing activities at the end of each unit assist students throughout the process of prewriting, drafting, revising, editing, and publishing. Prereading pages offer the Reader s Resource, which presents background information about the selection. The Reader s Toolbox explains key literary tools and techniques used in the selection. A Graphic Organizer shows students how to organize key information as they read. A Reader s Journal writing prompt allows students to connect the ideas and themes of the selection to their own lives. As students read, Words for Everyday Use boxes help them with definitions of vocabulary words; Guided Reading questions allow them to self-check for comprehension. Selections in the book cover a huge variety of genres, cultures, and time periods. For Your EMC Publishing 1

2 cultures, and time periods. For Your Reading List, at the end of each unit, features several full-length novels and books for students to choose from for independent reading. Reading Objectives Students will: RLA classify the defining characteristics, build background knowledge and apply reading skills to understand a variety of literary passages and texts by West Virginia, national and international authors (e.g., fiction; nonfiction; myths; poems; fantasies; biographies; autobiographies; science fiction; tall tales; supernatural tales). RLA increase amount of independent reading. RLA relate common themes across a variety of literature. RLA use comprehension strategies (e.g., generalize; evaluate; infer; paraphrase). RLA determine the elements of literature (e.g., internal conflict; point of view) to construct meaning and recognize author s and/or reader s purpose. RLA identify figurative language in text (e.g., jargon; idioms). RLA make text connections to self, to other text and to the real world. Students using Exploring Literature are exposed to a wide variety of genres and authors. Authors featured in Exploring Literature include Chaim Potok, Joseph Bruchac, Zora Neale Hurston, Carl Sandburg, Al Gore, Arthur Ashe, Patricia McKissack, Edgar Allan Poe, Joseph Campbell, Nikki Giovanni, Gary Paulsen, Robert Frost, and Cassandra Vanhooser. Selections include fiction, poetry, nonfiction, folk tales, lyrics, charts, graphs, newswire, myths, dramas, biography, autobiography, and more. Students are encouraged to read independently and are given suggestions of titles of novels and other full-length books. See examples on pages 75, 145, 229, 315, 394, 454, 521, 601, 675, 758, 816, 857, 866. See examples on pages 84, 111, 124, , 236, 266, , , 466, 529, 609, 683. See examples on pages 40, 58, 111, 124, 136, 226, 259, 312, 354, 368, 444, 538, 574. See examples on pages 24, 41, 93, 173, 266, 354, , 415, 445, 488, 497, 513, 538, 553, 575, 789. See examples on pages 111, 137, 143, 274, 628, 667, 789. See examples on pages 24, 47, 58, 73, 226, 266, 274, 338, 451, 538, 552, 566, 710, 789. EMC Publishing 2

3 RLA identify literary techniques used to interpret literature (e.g., flashback; stereotype; foreshadowing; propaganda). RLA read types of poetry and the use of inversion, rhyme and rhythm in narrative poems, ballads and lyrics. RLA recognize and understand clipped or shortened words and their meaning (e.g., bio for biography; auto for automobile). RLA compare/contrast connotation and denotation to understand and enhance meaning of words, sentences and passages. RLA use resource materials (e.g., dictionary; glossary; thesaurus) to determine the meaning of unknown words or multiple meaning words. RLA use root words, prefixes and suffixes to spell words, change word meanings and generate new words appropriate to grade level. Standard 2: Writing (RLA.S.2) Students will employ a wide range of writing strategies to communicate effectively for different purposes by: _ developing the writing process; _ applying grammatical and mechanical properties in writing; and _ gathering and using information for research purposes. Writing Objectives Students will: RLA from a prompt, use the writing process to develop a focused composition that contains specific, relevant details and transition. See examples on pages 102, 112, 124, 194, 227, 313, 338, 489, 513, 574, 595, 650, 653, 734. See examples on pages 612, 633, 642, 659. See examples on pages 643, 660, See also the Word Study Resource and the Vocabulary Resource. See examples on pages 655, 873. See also the Word Study Resource and the Vocabulary Resource. See examples on pages 60, 314, 356, 431, 446, 514, 674, 757, 848, See examples on pages 26, 196, 453, 815, 872. See also the Word Study Resource and the Vocabulary Resource. Twelve full Guided Writing lessons, which follow each unit, offer complete instruction in the writing process. The modes of writing range from informational and narrative to expressive and persuasive. The writing process includes prewriting, research, drafting, revising, editing, proofreading, and publishing. Afterselection activities also involve grammatical and mechanical properties (Language, Grammar, and Style) and research (Study and Research). Each selection is also followed by the Writer s Journal feature, which contains three writing prompts. See examples on pages 76-82, , , , , , , , EMC Publishing 3

4 RLA use editing and revision techniques to vary sentence length, change sentence order, use vivid and concise words and eliminate organizational errors. RLA use the writing process to compose various types of writing (e.g., creative; informative; expository; persuasive; articles; essays; journals; letters; poetry; research/reports). RLA apply capitalization rules (e.g., languages; school subjects; regions of the U.S.; dialogue; lines of poetry). RLA apply punctuation rules (e.g., commas; apostrophes in possessives and contractions; colons; semicolons; hyphens; dashes; parentheses). RLA use pronouns, pronoun cases and antecedents in correct form. RLA use and apply correct forms of adjectives and adverbs and/or complex sentence. RLA recognize and avoid use of double negatives. RLA compose and punctuate simple, compound and complex sentences with and without conjunctions. RLA organize information by combining subjects, predicates, modifiers and appositives in a sentence. RLA use correct verb tense and subject verb agreement (e.g., irregular verbs; compound subjects; indefinite pronouns; intervening phrases). RLA edit to eliminate run-on sentences, sentence fragments, redundant words/sentences and misplaced modifiers. See examples on pages 78-79, , , , 462, 539, 554, 849, See examples on pages 76-82, , , , , , , , See examples on pages 104, See examples on pages 416, 490, 499, , See examples on pages , 790, 901. See examples on pages , See examples on pages 261, , 897. See examples on pages 568, See examples on pages See examples on pages , 275, 900. See examples on pages 78-79, 384, , 453, , , RLA use title page, copyright page, table of contents, appendix, bibliography, glossary and index to locate specified information. See examples on pages 868, 931. EMC Publishing 4

5 RLA identify and use traditional reference sources for different types of information (e.g., Reader s Guide; Books In Print; newspapers; schedules; advertisements; audiovisual resources). RLA recognize copyright laws/issues, ethical acquisition and use of digital information in citing sources for research/report. RLA identify the source, location, media type, relevancy and content validity of available information. RLA demonstrate the ability to use the card catalog in hard copy or database to identify title, author, subject, call number, publisher and copyright resources. RLA develop an outline using prepared notes to write a paragraph. See examples on pages , See examples on pages , See examples on pages 431, 458, See examples on pages See examples on pages 459, , 929. Standard 3: Listening, Speaking and Viewing (RLA.S.3) Students will apply their use of spoken, written and/or visual language to communicate _ with a variety of audiences and _ for different purposes. SkillBuilder activities include Speaking and Listening and Media Literacy. These activities enhance students skills in speaking in large or small groups, listening carefully and respectfully, critically viewing materials, and presenting effecting visual materials. Listening, Speaking and Viewing Objectives Students will: RLA recognize and exhibit oral communication skills (e.g., tone, volume; rate; audience etiquette). RLA perform dramatizations. RLA use oral/visual information to foster exploration, questioning and imagining of a topic. RLA listen in order to comprehend topic, purpose and perspective in spoken texts (e.g., of a guest speaker; informational video; televised interview; radio news program). See examples on pages 59, 125, 261, 393, 431, 629, 643, 668. See examples on pages 173, 228, 339, 369, 446, 506, 660, 757. See examples on pages 26, 125, 275, 576, 779, 798, 815, 848. See examples on pages 25, 125, 208, 540, 808, 815. EMC Publishing 5

6 RLA play a variety of roles in group discussions including active listener and discussion leader. RLA distinguish between private and public information in research and reporting. See examples on pages 74, 75, 137, 144, 154, 400, 490, 683, 779, 798. See examples on pages 60, 431, 445, 554, 798. EMC Publishing 6